DOCDHEHT BBSUHB
SF 010 476
Horiarty^ Dick
Accumulation and Application of Knowledge Through
Sports Institute for Be search/Change Agent Research
(SIB/CAB) System.
Windsor Oniv, (Ontario) . Faculty of Physical and
Health Education.
4 Jun 76
72p.; Paper presented at the National Association for
Physical Education of College Women Conference
(Pacific Grove, California, June 4, 1976)
!!F-$0.83 HC-$3.50 Plus Postage.
♦Athletics; Foreign Countries; *Institutional
Research; Organizational Change ; ^Organizational
Development; Questionnaires; Research Design;
♦Research Methodology; *Besearch Projects; *Systems
Analysis
Canada; *Sports Institute for Besearch
The Sports Institute for Besearch Through Change
Agent Besearch (SIB/CAB) is an interdisciplinary, public
professional, study/action group, which brings together theoreticians
and practitioners to investigate topics of vital interest to sport or
athletic organizations functioning at the community,
provincial/state, national, or international level. SIR/CAB, with
associates throughout Canada and the United States, is equipped to
bring consulting services to assist in organizational analysis,
development, study/research and to sports organizations requiring
professional services to develop change agents and bring about change
by reducing the gap between avowed and actual organizational goals.
SIB brings together theoreticians and practitioners capable of
contributing to (1) community sports-related consulting service, (2)
discovery of new sports-related knowledge, and (3) dissemination of
that knowledge. CAB is a systems analysis technique bringing together
practitioners ajid theoreticians in a three-phase process for
organizational analysis, organizational development, and
organizational research. CAB studies are conducted on the IDEA
system: IDEA — Identification, Delineation, Evaluation, and Action. In
sum, SIB provides a structure; CAB provides a systems analysis model;
and IDEA provides a study/research methodology. (HH)
^ Documents acquired by EBIC include many informal unpublished
* materials not available from other sources. ERIC makes every effort *
* to obtain the best copy available. Nevertheless, items of marginal *
* reproducibility are often encountered and this affects the quality *
* of the microfiche and hardcopy reproductions ERIC makes available *
* via the ERIC Document Reproduction Service (EDRS) . EDRS is not *
* responsible for the quality of tte^ original document. Reproductions *
* supplied by EDRS are the best that can be made from the original. *
ERIC
ED 129 761
lOTHOS
TITLE
IMSTITOTION
PUB DATE
NOTE
EDBS PfilCE
DESCHIPTOHS
IDENTIFIERS
ABSTRACT
U.S. OEPARTMENT OF HEALTH.
EOUCATION A WELFARE
NATIONAL INSTITUTE OF
EOUCATION
THIS DOCUMENT MAS BEEN REPRO-
OUCED EXACTLY AS REclfvED FROM
THE PERSON OR ORGANIZATION ORIGIN*
ATINGIT POINTS OF VIEW OR OPINIONS
NECESSARILY REPRE-
ll^*!?^^'*^'*"- NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY
ACCUMUIATION AND APPLICATION OF KNOWLEDGE
THROUGH
SPORTS INSTITLfTE FOR RESEARCH/
CflANGE AGENT RESEARCH
r (SIR/CAR)
SYSTEM
address by
Dr.. Dick Moriarty^ Director
Sports 'Institute for Research
Faculty of Hurran Kinetics
University of Windsor
Windsor, Ontario
to the
National Association 'or Physical Education of College Wonen Conference
Spirit of *76 Trar. = ior.Trttion - Never Ending Flight of Future Days
.^si.lor.ar Park, Pacific Grove
California
June 4, 1976
2
FAKT I
HIGHER EDUCATION IN TRAl^SFORMATION:
ACCUMULATION AND APPLICATION OF KNOWLEDGE
BY SIR/CAR*
The University of Windsor is the home of the Canadian-American
Seminar. Attendance and review of the pxablications of the first two
decades of this high level intellectual look at common socially significant
questions of the United States and Canada convinces the reader that these
two cultures are fundamentally quite different politically, economically,
socially, educationally, and cybernetically Despite the differences
in Canadian and American culture, it can be said, in general, that ^ese
two countries have enjoyed a symbiotic relationship and have suffered/
through many common problems. One of these is the continuous debate on
the model and method to be utilized in the accumulation and application
of knowledge in study/research.
Canadian-American Study/Research
Since scholarship and science by definition transcend political
boundaries, it is not surprising to find that Canadians and Americans
t
share the common concern for the most effective and efficient model
and method for study/research. It is surprising and depressing to reflect
on the amount of energy and resources which have been wasted on the
dysfianctional acrimonious debate which permeates both of our countries
on the relative merits of scholarship vs. science, in Canada, as in the
*SIR/CAR is the registered trademark for the Sports Institute for Research/
Change Agent p.iscarch which is housed in the University of Windsor,
Faculty of Hcjnan Kinetics. SIR/CAR would like to acknowledge the support
of Canada Council and the Ontario Ministry of Education. This specific
presentation is based in part on a workshop funded by the KAPECVNCPEAM
Scholarly Directions Research COi-nmittee.
-1-
3
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United States, the pendulum of preference swings back and forth between
hard sciences, (pure basic, reflective or curiosity research) and the
soft sciences (applied action, frontier or exploratory study /research) .
Ironically, it is neither scholars or scientists who. control • •
the swing of this pendulum, but rather . research funding agencies and ,
the society on which they depend (and to whom they are accountable) . .
The more dependent scholars and scientists cire on >
environment for support, the more they will be forced to investigate
questions which are importcuit to the environment, and the more they
will have to provide answers from which the environment and society can
benefit. Similarly, the more the actual research work depends for its
success and access to data within the environment and society, the more
the environment and society will control the kinds of investigations
and what kinds of experiments can and cannot be conducted.
Rightly or wrongly, research grant and funding agencies have come to the
conclusion that the Jen owl edge explosion and technological complexities,
combined with demands for accountability ,^ require a consortium of
discipline/professional, study/research experts functioning* under the
participative direction of "a specialist in generalization" as research
2
manager. This is particularly true m social science research extending
into human affairs. The 'isolation of the problem' is no Icnqer feasible. ,
The natvire of the field of study makes it impossible always to control
the course of investigation, since 'the problem' is accompanied by an
individual or group of individuals. Access by the researcher to the
data necessary for the investigation depends on obtaining por-i.-sion
from the participants, permission granted only in ret^ai'n for V..-:- t^it.
-3-
This philosophic and practical debate has particular relevance in
an era of hard times in higher education. The increased social stress
on universities and funding agencies for 'more scholar per dollar' and
'more relevance for the real world,' predicts an inevitable shift to-
wards Frontier Action Research (with a concomitant decline to a magnifi-
cent few independent scholar-scientists closeted in the library smd/or
laboratory). The Corry-Bonneau Report in Canada"^ and the Coleman Report
4
m America dictate a decade of Frontier Action Research focused on
problem solving-policy planning, rather than pure basic research focusing
5
on curiosity seekmg-discipline discovering.
SIR/CAR maintains communication, finances, state of the art and the
cycles of research/study spending suggest that it would behoove scholars
and scientists (in both the hard and soft sciences) to join forces with
practitioners to come to grips with socially significant questions likely
to result in a payoff,
NAPECW/NCPEAM Scholarly Directions Research Committee
The swing of the pendulum to Frontier Action Research is a develop-
ment which will be lamented by some, but applauded by many, physical and
health educators. For many years eminent NCPEAM/NAPECW scholars and
scientists such as Bruce Bennett, Pearl Berlin, Lawrence Locke and John
Massengale have lamented either the dysfunctional conflict bet^'^ren
theoreticians eu.a practitioners and/or the overemphasis on expending
study/reseairch resources to ''find definitive answers to specific minute
questions, rather than tentative solutions to significant problems
6
conrrontmg our society.*' Further rationale and reinforcement for the
direction of higher eJucation research was provided by your rece't
Pj:c^s_t Mor.oc: r aoh ^ 5 foe using on Gr aduat e Stud i e s in Phy s i ca 1 F :1 ; : ^ on . ^
5
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The insightful intt-rview by Daryl Siedentop with Walter Kroll,
Lawrence Locke and John Loy, focusing on "Scholarship and Research in the
Graduate Program'' provides further reinforcement for a new model and method
for accumulating and applying knowledge.^ My colleagues in SIR/CAR agree
with Siedentop when he states "lots of things that we're interested in
investigating in physical education do lend themselves to programmatic
research - tecun efforts/ group investigations where perhaps a graduate
student might come in; 'With Walter Kroll suggesting that in the hard sciences,
"almost every disser-tation, thesis or faculty research project and research
grant is done by everyone- it is very often impossible for one person
to collect the data; " and agree with John Loy who laments the fact that
students do not appreciate the fact that "what he is doing 'at these odd
hours' is fun, that there is some sense of craftsmanship involved, ajid
9
there is some sense of play involved." Locke may focus on the
fundamental question in the accumulation and application of knowledge,
namely, the relevance of
the old tradition that the student must choose a
thesis or dissertation topic 'independently* because
this giv^i^is hiia experience in identifying a problem.
The second tradition that the thesis or dissertation
must be done 'independently' of programmatic research
because !:h:in and only then can it be 'original research. '
Neither hi.icHtion makes much sense^"^
My colleagues in SIR/CAR agree with Locke that our current structure
which develops ability to do independent research is archaic and
further with his reiecfclon of the dichotomy between discipline/profession
and applied vs basic as "a false, not particularly useful, distinction," or
6
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the only useful distinction probably goes back
to the iir\pulse for the research itself, and
whether it arises from a problem perceived or
from inside the investigator's head and his
grasp of the body of knowledge, 1^
SIB/CAR further ascribes to Locke's abhorrence of "the dichotomous
view of research as something the other guy does and practical things
as the stuff we do..," and advances "a new set of guidelines for
faculty membership which makes explicit the expectation that inquiry
is paxt of every professors 's activity,
...it is possible to influence the values of
people who primarily have been involved in
service and teaching with regard to their feeling
about the value of research. Furthermore, I think
it is possible to help some of them accept the
proposition that ordinary mortals can inquire
intelligently. Convincing people of that is
something we've not done very well. In fact, we've
probably done very well at the contrary, making
research seem mystical and difficult and abstract. ^2
Lawrence Locke's commentary in Research in Physical Education
at the turn of this decade, which is reinforced by many more academics
both within and without physical education today, appears, on the basis
of our readings and interaction with our American colleagues to be an
accurate description of the state of the art in the U.S.A. and is most
certainly applicable to Canada. 13 ^ Canadian counterwork to Research
in Physical Educatio n would stress that our studies to date have been
scrupulous in research design, impecable in statistical treatment,
beyond reproach on validity, reliability and objectivity, but regrettably
irrelevant in terms of social significance, policy change. We have been
able to answer '^how do we know?" but we have been embarrassed by the
question "what of it^" In c-n-rsl on tho Canadian and Ar.erican scene
7
Physical and Health Educators have been the best for "know how"
process, but the worst for "know why" product.
My colleagues in SIR/CAR have come to the conclusion as many
people have in North America that our study /research and post-graduate
programs (particularly in the behavioral sciences) have failed to
keep pace with the changing nature of our knowledge, the changing
nature of our society, the need for new and different research roles
in attacking complex social problems, and the sad lessons learned
from previous attempts to achieve 'scientific respectability' at the
expense of problem definition and understanding. For the most part
we have been more interested in producing research technicians rather
than analytic thinkers, and we have stifled our normal evolutionary
growth with the concfept that the real world of complex human problems
is not really amenable to scientific study except in the laboratory
setting. There has been a single role model which has pervaded our
programs, namely, the experimental research-scientist model, and
regardless of the nature of the problem or the talents or our theoreti-
cians and practitioners every "respectable project" conforms to this
model.
Stimulated by our American colleagues in the NAPECT/'NCPEA!^,
influenced by progressive discipline/professional groups of scholars
and scientists, and motivated by eminent international study coir*-
missions such as the UN^ESCO Faure report; my colleagues at Windsor
and eventually thrcuchout Canada and United States became convinced
that there vas a need for not only multi or interdisciplinary/
professional stuoios but indeed trans or metadisciplinary-prof or?; ional
-7-
task force study/research brings together theoreticians and practitioners
to combine science and social action.
Accumulation and Application of Knowledge
The Canadian- American constraints on funds for higher education in
general and research funding foundations in particular, mitigate for
increased astuteness on the part of study/research enthusiasts who will
have to adhere more stringently to the basic SIR/CAR tenets of raising
research funds:
1) Individuals and groups cannot secure grants if they do not apply.
2) Research grants are not awarded primarily on Pulitzer Prize
rhetoric proposals or research design and statistical exercises
but ratJier the relevance of the research to either practical
problems or evolving theory.
3) Research organizations are just that - organizations siabject to
the Scime stresses and strains as other social institul jons. In
an era of accoiant ability both hard and soft sciences should
address themselves to projects with a high probability of iinme-
diate or intermediate payoff and/or significant areas being
overlooked.
4) All things being equal, task force proposals will obliterate
individual proposals (particularly in Frontier Action Reseurch
or social science endeavours) .
5) All things being equal, non-profit voluntary research fcurnctions,
institutions or collegiums will be selected for specific p'ojects
ever non-voluntary or profit resorxrch foundations and i";r.titu-
t i on s , since a .conn t ab i 1 i ty is being stressed o r d the v r- * / ; - 1: n e f i t
9
is higher in the voluntary mutual benefit service organization.
6) Topics to be studied can be found on the front pages of any local,
national or international paper, or in\ radio or TV lead stories. The
same social stresses v/hich confront society are confronting social
science research irisitutions. In an era of economic decline endowment
funds are being devastated. Research Foundations find themselves dealing
with the marginal dollar and a limited amount of opportunity cost. In
other words, whatever the research funding organization does, it does At
the expense of sonifctliing else it might be doing, and therefore there is
a tendency to dea3 with immediate and intermediate socially significant
problems, as well as areas in which there is a likely breakthrough from
a theoretical point of view.- Research organizations are very conscious
of the opportunity cost of each project that they commission.
7) When Ford Foundation suggests that ecology is a problem or Canada Council
decides that a high percentage of its resources will go into exploration
studies, rest assured that university researchers and administrators will
spontaneously perceive these areas as attractive and relevant.
8) Do a mini study (or .^t the very least a pilot project) and then write the
proposal to secure a ^jrant for a more thorough study. The complexity of
task force research requires increased brainstorming by the group on
conceptualization of the project and partial operationalization and ex-
perience in methorlology i:»rior to submitting a proposal for scarce resource
funds. This is i-r.ri ir',:larly essential as contract research co*-nes more in
vogue and research -i^^titutes qr collegiums are forced to be more flexible
and refashion bolh .>i>i.r human and physical resources.
9) Develop the proj^rt "ic- fit trie funds. The argument that research cannot
be conducted boc-susc-' rfr?..^.;rc:h funds are not available is, in many lr:.^tances.
10
-9-
a cop-out. Teaching, coaching, administration and professional service
are frequently carried on in less than an ideal situation. Most
human endeavours are initiated on the proverbial • shoestring. • There
are many resources (people, place, program and purpose) available to
initiate research projects. Success breeds success, and if a study can
be initiated in embryo form, worthwhile study will attract resecirch fxuids.
10) It is frequently advisable to cost account in terms of minimum, medium
and maximum costs. When projects must be cut back, they can be reduced
by a) becoming more specific or b) remaining as general, but probing in
less detail. A rule of thumb would be that exploratory sutdies should be
general in nature in order to identify fruitful areas of specific study.
sir/car Structure and System
The shift in system from relatively independent basic research to task
force action research teams requires a new organizational structure
(accommodating theoreticians and practitioners) and a new action -oriented
research model and method (allowing tentative solutions to significant
problems, rather than definitive answers to minute questions). Inflexible
university descipline structure and the rigid basic research model, method
and technology are inappropriate to meet the challenge of today *s future
shock, conflict and change. Windsor's Sports Institute for Research (SIR)
and Change Agent Research (CAR) presents a first generation alternative in
teiTns of flexible research organization and frontier research model and
r.ethod.
11
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Notes and Bibliography
Listed below are the titles for the first ncventoen iinnnal
Canadian-American presentations and publications, as well as l;ho
project focus for the fall of 1976. All of these publications
are available through the Canadian-TUnerican Seminar Office,
University of Windsor, Windsor, Ontario, Canada, N9B 3P4,
Attention: Dr, J. Alex Murray, Director.
1960-61 2nd, & 3rd Seminar
1962 - 4th Seminar, "Where is N.A. Going?"
1963 - 5th Seminar, "North Americem Solidarity"
1964 - 6th Seminar, "The Future of Canadian-American Relations"
1965 - 7th Seminar, "Canadian American Planning"
1966 - 8th Seminar, "The International Megalopolis"
1967 - 9th Seminar, "Canada and the United States In The World
of the Seventies"
1968 - 10th Seminar, "Canadian-American Interdependence: How Much?"
1969 - 11th Seminar, "Labour, Business and Government in North
T^erican Society"
1970 - 12th Seminar, "Canada The Unknown Neighbour"
1971 - 13th Seminar, "Alienation and Violence in the North Aiiierican
Conimunity"
1972 - 14th Seminar, "Information Processing and The Riyht to Privacy"
1973 - 15th Seminar, "Sport or Athletics: A north American Dileir^^a"
1974 - 16th Seminar, "North American Energy in Perspective"
1975 - 17th Seminar, "Mass Transit: The Urban Crisis of r:orth
America"
1976 - 18th Seminar, "Health Delivery Sysl-'i.ms"
These volumes may be purchased separately ^7.5G :ich f' r t\:e 1st
through 13th Seminar and $10.00 fiach for ./ Lh I'.LOv^jh '',th £^^::.\nar
or as a set at the special r^r.-^uced price oi: ;*''0.00 (liul' 5 only).
1 2
\
-11-
2« See E.J. Miller and A.K. Rice^ Systems of Organization; The
Control of Task and Sentient Boiindaries. (London ^ England:
Tavistock Piablications^ 1970) •
^* Louis-Philippe Bonneau and J.A. Corry. Quest for the Optimums
Research Policy in the Universities of Canada ^ The Report of a
Commission to Study the Rationalization of University Research
(Ottawa: Association of Universities and Colleges of Canada, 1972).
4, "Ten Principles Governing Policy Research," by Dr. James Coleman
in Footnotes, Americcm Sociological Association, Vol. 1, No. 3
(March, 1973), 1.
^* Berncird Trotter A.W^R. Carrothers. Planning for Planning;
Relationships Between Universities and Governments: Guidelines
to Process. A study prepared for the Association of Universities
and Colleges in Canada by its Advisory Committee on University
Planning. (Ottawa: Association of Universities and Colleges of
Canada, 1974).
6. See Lawrence Locke, Research in Education . (New York: ColuKibia
Press, 1969); and "Research and Teacher Shoot-Out at the OK Corral,"
A nnual Proceedings of tJie NCPEAM Conference , Durham, North
Carolina, 1969; and personal correspondence with Bruce Bennett and
Foarl Berlin.
7. Graduate Study in Physical Education, : ost Monogra rh 7.S
(Winter issue, 1976).
8. Daryl Siedentop et al, "Scholarship and Research in the Graduate
Program," Ques t yor.o yr.^ph 25 (Winter issue, 1976), pp. 8'S-100.
9.. Ibid. pp. 98, 94, 5::-c9 respectively.
13
-12-
10. Ibid, p, 90.
11. Ibid. p. 94.
12. Ibid. p. 98 and 100.
13. Lawrence Locke, Research in Physical Education (New York: Columbia
Pressr 1969) .
14. See Philip Kotler, Marketing htenagement; Analysis
Planning and Control (3rd ed.) (Inglewood Cliffs: New Jerseys
Prentice Hall, 1972); Bernard Trotter and A.W.R. Carrothers,
Planning for Planning; Relationship between Univer sities and
Govemmentss Guidelines to Process (Ottawa, Ont.: Association of
Universities and Colleges of Canada, 1974), and proceedings of
the NAPECW/NCPEAM Conferences 1970 through the present; and
Edgar Faure, Learning to Be; The World of Education Today and
Tomorrow (Paris, France; UNESCO, 1972).
14
PART II
SPORT INSTITUTE FOR RESEARCH/CHANGE AGENT RESEARCH (SIR/CAR)
IDEA MODEL AND METHOD
The Sports Institute for Research through Change Agent Research
(SIR/CAR) is an interdisciplinary, public, professional study/action
group which brings together theoreticians and practitioners to in-
vestigate topics of vital interest to sport or athletic organizations
functioning at either the coimn\inity, provincial/state, national or
international level. SIR/CAR, with associates throughout Canada
and the United States, is equipped to bring consulting service to
assist in organizational analysis, development, and study/research
service to develop change agents and bring about change by reducing
the gap between avowed and actual goals and means, SIR brings to-
gether theoreticians (scholars, scientists and community experts) and
practitioners (professional educators and administrators, community
experts, technicians and civic leaders) capable of contrib^iting to:
(i) community sports/athletic consulting service, (2) discovery of new
sports/athletic related knowledge, and (3) dissemination of that
knowledge. The term comnunity is interpreted broadly. It is con-
sidered as a geographic unit, people, a social system, and also a
community of solutions i.e. the boundaries within which a problem can
be defined, dealt with, and solved.^ Si^iilar flexibility exists in the
interpretation of discovery of knowledge arid dicseir.ination of knov;ledge
where in projects and presentations have run the full gauntlet of
applied to pure research reported in nass media and/or professionaV
discipline peer groups.
Anyone can join SIR/CAR and thc-reby contribute to the dc.v.:rloi iront
15
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of sports/athletics upon the Canadian-American scene. Within SIR/CAR' s
three major program levels there has been a vauriety of projects such
as (1) Community Service as in advising and assisting Windsor cind
Ontario Bikeways Coalition , consulting with the Ontario, Michigan, and
United States commissions on conflict and cooperation in youth sports;
(2) discovery of knowledge through study/research projects such as
"Sport or Athletics in Little League Baseball" (funded by Canada Council) ,
•Windsor Minor Hockey "(funded by Windsor Minor Hockey and the University
of Windsor) , ^Vindsor Aquatic Clxab "(funded by Canada Council) , "School
Class Swimming "(funded by the Canadian National Centre for Sport and
Recreation through the Canadian Federation of School Athletic
Associations) , "The Role of Interschool Sports in Ontario Secondary
Schools: Socializing Sport or Athletic Excellence in OFSAA" (funded
by Ontario Ministry of Education) , and"The Effect of Media on Sport/
Athletic Behavior" (funded by the Ontario Royal Commission on Violence
in the Communications Industry)?'^ and (3) D.issemination of Knowledge
by providing the framework within which interaction takes place: - Trie
University of Windsor 15th Annual Canadian-American Seminar Sport
or A thletics; The N'ox'th American Dilemma , ' or 18th annual seminar
H ealth Delivery Syste ms , and the establishment of the University
of Windsor Sports Archives, which is one of the major holding
libraries for sport or athletic Canadiana; and presentation of findings
at seminars, numerous television and radio broadcasts, magazine
articles, as veil as presentation and publication in scholar/science
procr^cdings and journals.
16
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Change Agent Research Centre
Change Agent Research is a systems analysis technique bringing
together practitioners and theoreticians in a three-phase process
for: Phase I - Organizational Analysis, Phase II - Organizational
Development, and Phase III - Organizational Research. Phase I -
Organizational Analysis is conducted by the SAW process of Seeing or
observing by media and personal checklist. Asking or interviewing by
Semi-Directed Focused Interview, and Written opinionnaire (along
with Research and Development on extant written and audio-visual
sources available) . Phase II is conducted as Participative Clinics
which include exposure to TV tapes on sport or athletic organization
administration, psychology, sociology, principals and philosophy,
health, fitness and motor learning, with an aim of allowing organization
members to apply this material to their organization and develop
themselves as a cadre of Change Agents. Phase III - Organizational
Research consists of reorganizational audit by implementation of the
SAW method to see if change has come about as a result of the intervention of
the Phase II clinics.^ See CAR Model below.
Change Agent Research attempts to blend qualitative and quanti-
tative material - 'humanize systems analysis,* modify its* image, on
the one hand, of cold abstract theoretical subjects with little rele-
vance to the problems of the real world - and, on the other hand, a
subjoct responsible for many of the problems of a technological society,
CAR is a problem solving tecrmique which emphasizes the intake of
conflict problems or issues and the export of policy ch-inco a^en s.^
17
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SIR/CAR Inputs are relevant organizational questions or hypothesis as
well as the necessary human and physical resources to conduct conversion
Throughput study /research by cooperative task force teams of
theoreticians and practitioners from the university and the commxinity
producing Output in terms of commxanity service discovery of knowledge
and/or dissemination of knowledge contributing to both practice and
theory development. The ultimate goal is the development of change
agents who can bring about appropriate policy change within their
organization.^
SIR/CAR People and Process
SIR/CAR people are volunteers ( theoreticians'^ ---j^^cholars, scien-
tists and community experts? and practitioners - amateur and
professional executives, coaches, officials, sponsors, spectators
and participants) who join together with students (undergraduates
and postgraduates) who pool their expertise in task force teams to
conduct study /research specifically aimed at reducing dysfunctional
conflict (and concomitant dissipation of physical and human resources) in
sports/athletics. Just as some dedicated individuals volunteer time
to coach youth sports or to serve on executive in a school sport or
amateur athletic organization, the meribers of SIR/CAR donate their
expertise and professional time to conduct Change Agent Research pro-
j,>cts in the area of recreation sport or athletics. By pooling the
;:cr.T.al orcani-Tational opportunity resource bank for teaching/ coaching,
a "rinistration and/or study/research the hurran and physical re-30n>:ces
1 9
of the collegium are greatly enhanced and fiinds become available for
clerical service r expenses, travel/ supplies and equipment, computing
servicer media cost and all of the administrative paper work study/
research entails. In short , the traditional voluntary base for
sport/athletics provides an excellent foundation for the necessary
human resources (skill, effort, expectation, time, knowledge, motivation)
and physical resources (materials, facilities, donated services and
money) for the task forces required for Qiange ftgent Fesearch.
SIR/CAR task forces have ranged from 5 members to 150. In
general , they are divided into product and process*, task force teams
The product task force team consists of university/college faculty and
staff and commiinity experts and practitioners from the organization
under study; while the process task force team includes involved
university and community personnel plus university postgraduate and
undergraduate students acting as project leaders emd project members
respectively. The product task force team is responsible for con-
ceptualization and direction of specific study/research projects
while the overall process task force team is responsible for the
actual conducting of the Change Agent JResearch project. For the most
part, task force members continue their normal occupations; however,
by combining teaching and learning, professional and ccTimunity service,
study and research* and by delegating authority and responsibility
throughout the various phases of CAR and the elements of the SAW and
R&D methodology, the task force is not only able to conduct the study/
research but also at the same time fill the traditional university
20
-6
responsibilities of Commxanity Service^ discovery of Knowledge and
Qissemination of Kjiowledge. In so far as possible, SIR/CAR are
provided with a freedom to select their own area of contribution by
ranking their interest and preference on a form similar to the
SWOSSA/OFSAA - SIR/CAR Task Force form utilized during the current
research study on "The Role - of Interschool sports in the Secondary
Schools of Ontario" (funded on a grant from Ontario Ministry of
Education and conceptualized and designed on a grant from the
NAPECW/NCPEAM Scholary Directions Research committee).^ see
Appendix A for the month long Program Evaluation Review Technique
(PERT) Project Team Training Program which is utilized for develop-
ing project leaders and project members.
From an operational point of view the boxes of the various
project and program levels represent a constellation of colleagues,
not necessarily one individual. Boxes may be occupied by an in-
dividual, pairs or groups and the individual may occupy more than
one box* For example, the project leader for Asking by Semi- Directed
Focused Interview could consist of an individual whose major task
this is, or it could include any or all of the project leaders, system
project leaders and project iTrembers. In so far as possible, university
professors and community volunteers are given an opportunity to select
their areas of interest and expertise. All university and corrcmunity
representatives volunteer their time as do students when they are
learning the system or are involved in a SIR/CAR project as a class
project, individual research study and/or thesis endeavour. Even
21
ERIC
Adcircf^s
^^5^<^^/f)T-c^Aj^^_> j^T V/fV ^R Tnsk Forc e
- ■ - Phone Number
Project and Leader or Ac^visor
Faculty or Stream
__or Telephone^
S^eeing - Observat ion
SAW Method - Asking - Interviewing (SDFI) Personal _
Written - Questionnaire
Opinionnaire
Project Member (rank interest & preferences)
' Slides - 35mm Camera
© © ©
TV, Super 8MM or 16MM film & audio
Seeing - Observat io
Check List Observati
on
players and coaches
parents and fans
Asking - Interviewin
Writte
ed
ppoint ed
^^elect
Board of Educat ion<;^pp^
School Administrators
iphys ical educat ion
Teacher coaches<;^^ ^^^^^
.physical educat ion
on phys.ed-
Teacher non coacrS*^
Players
Officials
Parents
General public
Review of literature
Quest iona ire
Opinionnaire
computer Application
Review of audio-visual services
Other Projects
Personal experience , expertise and/or equ ipr^ent
Time available
Assignrr.ent
Indivioual Pesearch or Special Project
Director of Project or Advisor
Service
□
Intramural:
^Men j I
tZ]
-Wo.-nen
Act ivity
activity
Inter collegiat
i-.*0!r.en
Ji^^t^ts I I
22
Others
::...T.c
Phor.e NUiT.ber
7-
students who have reached the point of diminishing returns in develop-
ing their study/research expertise and/or fulfilling degree require-
ments receive modest honorariums. The removal of salaries, wages and
consulting fees (except for clerical and technical searvice) eliminates
most of the financial feuds which frequently accompanies study/research
projects (and indeed prevent many from ever getting off the ground) •
Many promising scholars and scientists price themselves outside the
market thereby eliminating themselves, their students and community
from worthwhile study/research projects. Failure to produce in study/
research as a result of a lack of funds is frequently a cop out.
Teaching, coaching cind administration frequently go on in less than an
ideal situation - why not research? SIR/CAR provides a viable struc-
ture and process for conducting task force research on either a voliantary
or funded basis. The specifics for acciimulating and applying knowledge
by SIR/CAR are listed below under the IDEA format.
IDEA FOR SIR/CAR
Change Agent Research studies are conducted on the IDEA system:
IDEA = Identification, Delineation,,.Eyaluation & Action. The impetus
for the IDEA format originated in the 8th Annual University of Windsor
Canadian-American Seminar by the late international Greek scholar/scientist
Constantinos A. Doxiadis who in 1966 decried the lack of a inacro
study/research systems analysis technique to cope with the technology
8
and cybernetics of the International yecalopolis . American cd'.acator
23
-8-
John bewey,and Physical and Health Education colleague and disciple
Dorothy LaSalle of Wayne State university had indeed been pleading for
problem centered study/research throughout the 20th century. SIR/CAR
adaptation of the IDEA format is appended on the attached page and
described below.
Identification
The Felt Need and request for SIR/CAR service must originate
with the organization to be studied. Specific criteria are spelled
out under Felt Need on the IDEA format. A wide variety of issues
have prompted studies to date including a decline in organizational
membership, frustration among participants or the pijblic, excessive
aggression and violence, lack of leadership and personality problems,
and/or commissions initiated at the municipal, provincial/state,
national or international level.
The need for the SIR/CAR workshop which was held in the fall
focusing on "Socializing sport or Athletic Excellence in the inter-
face of Secondary School Sport and Youth Amateur Athletics: a co-
operative Change Agent Research Project I nvolving Michigan, New York
chnd Ontario' (funded by the NAPECT/NCPEAM Scholarly Directions
Research Committee) became apparent over recent years as universities
in the states/provinces received increased requests from secondary
schools consulting service and assistance and answering critical
questions such as 1) t};e role or status of sport or athletics in the
24
Change Agent F^search (CAR)
Hodel and Method
I Identification
II Delineation
IDEA Method • Ldentification, Delineation, Evaluation fi Action
Felt need - request for SIR/CAR service
role and status of sport or athletics
conflict in interface of (a) local, (b) provincials
(c) national and (d) international
relative significance of variables of (a) technical skills,
(b) administrative decision-making and (c) public image
effect of equating and evaluating amateur sport on
the* criteria of professional athletics or vice versa.
(past) clinics on technical skills
1. Micro studies C " — — psychology of coaching
philosophy
professional athletics
amateur sport
(future) y^>^ ^j.ntemational
Problem •
Questions of
Research and
Development
III Evaluation
2. Macro studies-SIR
youth Bport^national
^local
^elementary
educational^high school
sport ^university
ultimate goal
conflict or obstacles
a) task
structure b) structure
c) control
a) traits
b) situation
c) behaviour
5. social stress (outside) organization
6. constituent strain (within) organization
7. recocvnendations for change or alternate mamagectent techniques
8. restructure of task, structure and control
9. reorganization of individuals and groups
on the basis of traits, situation and behaviour
10* change and trend
individuals
£ groups
Universe/sample
Research
Design
1. Phase
executives
managers cind coaches
officials (referees)
sponsors
parents
players
general public ^^TV
a) £eeing^— -Faces Projection attitude
(observina) (non-parametric)
^Social Index (parametric)
I^Orcanizational Audit=SAW Asking - Semi-Directed Focu
^fi Consnunication Feedback - (SDFI) / SIR Model
cused Interview
2. Phase II;
^b) Dissemination
of Knowledge
^1:
Written * Questionnaire and Reference
1« Administrative Science
Sociology of Sport
Psychology and Principles
4. Health and Fitness
5. Biomechanics and Movement
6. Group Dynamics and Sensitivity Sessions
c) Developcient of Cadre of CAR Researchers
Discovery of Knowledge by Reaudit
3, Phase IlJ—Packaging of CAR
a) CAR >Sonograph
IDEA, SIR Model, project team preparation
b) instrumentation and instructions on
i) collection} ii) preparation of raw data;
iil) processing and iv) analysis in SAW method
in Phases I & XI
c) Phase II TV clinics and group dynamics guide
d) cocputer progrAma
:V Action
Siir~.-iry
r.c co.-.r «r. .ia t i ons X
arid Conclusion
Flit: lire
^IrjT.-sdiatft Char.ge
-Interr^if late Change
^Ijor.g Rar.ge Change
-Other regions
-CAR in other sports
Icrigitudinal study
-Cross sectior.al study including other provinces
-Ccrparative cross sectional study
;pb/l 1/3/75
25
Sport Institute for f-cncerch
Change Agent Research (SlPyc^R)
IDEA Forcat • Identification, Delineation, Evaluation & Auction
A Felt Need
(practical and/or
theoretical)'
1 IDENTIFICATION
Statement of
Problem
(focus £ perspective)
A Research and
Development
(formerly Rev. of
Literature)
II DELIN'EATIOM
B WDdel=SIR
(prospectus/
proposal)
request for SIR/CAR Service
timely and related to practical problems
pennits generalisation to organizational principles or ':■
general management theory
fills a study/research gap vj!
may create or improve an instrument for observing and
analyzing data .-■^^
sharpens the definition of an important concept or relationship
clear and concise
in form that is testable
- logical-qualitative and/or
T mathematical-cuantitative
focus identified (boiindaries ana limits set)
related questions and/or hypothesis
a) role and status of sport or athletics
b) conflict within or between organizations
c) relative significance of variables of
i) technical skills
ii) administrative decision-ma)cing
iii) public image
d) the effect of equating and evaluating amateur or school spcr
on the criteria of professional business or government spor
or vice versa
common problems
. Popular opinion > reality
RclljU^ility - consistency
Objectivity < biase
, . ^ internal
validity - authentic _ii,.„temal
Evaluation - Erros Sources
i) primary
"ii)se9onda.':y
Instruments - innovaS3
Technical controls
Sources
(past)
.1. Micro studies
laboratory research
phys iology /psycho logy
■clinics on technical skills
psychology of coaching
phi losophy/problems
library study
/laboratory field research
professional sports
"business sport"
■show biz" .
na cro stuaies-o j.« ^—amateur sport
"high sport"
■competitive excellence"
^youth sport
■true sport"
■recreation"
1. ultimate goal
conflict or obstacles
a) task
structure
) control
structure ~b)
individuals and aroups^b)
^c)
a)
traits
situation
behaviour
5. social stress (outside) organization
6. constituent strain (within) organization
7. rtconmencaticns for change or alternate management techni^es
restructure of rask, structure and control -f
9. reorgajiization of individuals and groups
iO« ch^^^^ge and trend
26
' ccnccptuftlisntlpn and operfllisatton of design
Type: Historical, Er^sirical* Kxpc rin.cn tal , Philo-^rphic
PurpDsei Exr^U r^jtory. Survey, Descriptive, Inlerf:rit.ial,
Explaining, Predicting -noriinal-vcs • r
clear statement of the qxiestions or hypothesis ♦ 1 ■ *
-interval«A>B«r4
-ratio— 2,-1,:, 3
a) nuXX Hypothesis (H ) and alternate (A, )•,>,<.
b) statistical test (parametric and/or nOn-parametric)
c) significance level
d) saznpling distribution (df)
•) rejection region
(df & level) -
True Katun
Popular Kg
New
Error
95
5
5
95
A Sxpericiental
Design
(Plan)
f) decision _
Type Type
I II
producer
constsei
distinguish independent (criterion or drive) , manipulated or ;
fortuitously seized and dependent (predictors or reaction)
measured, changing variables
definition of terns
how measured (qualitative and quantitative) collecting & anal^-f
population/sample - random, stratified, quota, etc.
control of interfering variables (limitation and delimitatios.
experimental and control groups
manu2il or computer analysis (SAS, SPSS, Omnitab)
intezX>retation
' Seeing
II EVALUATION
1. Phase I Organizational Audit«SAW
£ Communication Feedback
T-film
-Personal -racesP-D-- rd
Observation/^ , attixule
\ ( non-par are"^
^social Ince:
cooperation- (paranetrz.
conf ron tation-
Aslcing -Semi-Directed
Focused Interview
-open
-strvctr
/
Dissemination of
Knowledge
,2m Phase II
B Method of Collecting^,
fi Analyzing Data Developrent of a Cadre
(procedure fi^ Change Agents
*^ • product)
-(SDFI)/SIR Model
. . -closed
written -Opxnionnaire .structured
^Pesearch fi Developnent
" -Retrieval (ER1C,SMIRS,LII<S,
-manual
1. Administrative Science
2m Sociology of Sport
3. Psychology and Principles
4. Health and Fitness
5. Biomechanics and MoveDent
• Group Dynamics and Sensitivity
Sessior.
Confrontation
Role Reversal
Sensitivity Sessions
Brain Storming
Transactional Analysis
^Discovery of Knowledge by Reaudit
^3. Phase ";^p^cv.^5ing of CAR
a) CAR Monoriraph, IDEA, SIR Model, project team preparatii
b) in?trur^entation and instructions on i) collectionj
ii) preparation of raw data; lii) procersing and
iv) analysis in SAW method in Phases I fi II
c) ?hase II TV clinics and group dynanics guide
d) ccnputer prograns
IV ACTIOS
/
7110
\
ZImnediate Chance
Intenr.ediate C^.2nge
Peccr.-^encations^
& Conclusion ^NiLong Range Change
27
B Future
Research
Other rtcions
Car in f>i.her spcrts
I^ngitti!{r,al stody
Cross Sectional study including other provinces
9
schools and/or coinmiinity, 2) conflict in the interface of local,
state/provincial, national and international sport or athletic organ-
izations, 3) relative significance of variables of technical skills,
administrative decision making, and public image or expectation, and
4) the effect of equating and evaluating amateur or school sport on the
criteria of professional athletics y or vice versa. The specific
questions which have arisen in the SIR/CAR study on "Tne Role of Inter-
school sports in the Secondary Schools of Ontario - Focus on SWOSSA/
OFSAA," (funded by the Ontario Ministry of Education ( are listed on
the Semi-Directed Focused Interview schedules for adults. and players,
appendix B and C respectively. The questions emerging in Michigan and
New York seem similar in nature.
The thesis being tested is that many of the problems which plague
educational sport originate not at the technical skills level, but
rather in administrative decision making on the. ultimate goal and
the way educational management manifestii to society the role and
status of sport and education. These difficulties are heightened by
the current inflationary trend and inordinate expenditure of resources
at the national and provincial level resulting from the impending
Montreal Olympics. The hypothesis tested is that effectiveness and
efficiency is blocked when schools, leagues, and associatior.s equate
and evaluate educational sport (and the supporting service organiza-
tion) with the mission and method of amateur or semi-professional
athletics (and the supporting com.-nonweal organization). Further, it
is hypothesized that when schools segregate classroom teaching, st.-.y
28
-10-
and professional service.* the school fails to realize the full
potential of the community school lifelong laboratory.
Delineation
Research and Development dealing with organizational innovations
approaches to their study can be categorized into several classes.
With respect to the integration, utilization and implementation of
the output of innovation-producing activities such as R & D and
Operational Research/Management Sciences (OR/MS) the approach may be
grouped into two points of view. First, there is the approach which,
along with the development of a theoretical base and testable pro-
positions, reflects in its methodology an emphasis on longitudinal
studies in 'real* organizational time, i.e., while the events of
interest are occurring. Another feature of this methodological ap-
proach has been an increased emphasis on the design and conduct of
field experiments and the utilization of natural controlled experi-
ments. This approach has been developed mainly by Ralph M. Stogdill
and his associate in the Ohio State Leadership Institute^^ and by
Rensis Likert, Daniel Katz and Robert Kahn and associates in the
University of Michigan Survey Research Center and the Center for Re-
search on the utilization of Scientific Knowledge.
The second classification refers to laboratory experiments or
sinulations. This approach has been developed principally by Churchiran
and his associates in a series of experiments conducted in the
29
-11-
Institute of Management Science at the University of California in
12
studies of implementation.
Speaking more specifically of Research and Development to date in
both educational sport and amateur athletics, we find a wealth of micro
studies on competitive skills, the psychology of coaching, sociology of
small group teams, and philosophic treatises dealing with persistent
problems. In this project School Management Information Retrieval (SMIRS)
and Educational Research Information Centre (ERIC) have been utilized
for computer retrieval of Research and Development in the area of school
sport and amateur athletics. SIR/CAR has already conducted a computer
retrieval search.'by ERIC and Lockeed Information Retrieval System (LIRS)
on voluntary mutual benefit and service organizations. The result of
both studies will be published in the fall of 1976 as annotated biblio-
graphies. The International Research Business Study Unit (IRBSU) has
conducted computer retrieval and already published a bibliography on
commonweal, government and business organizations. In addition to
location of written library information, an extensive search and acquisi-
tion is being conducted for audio-visual resources and development of
audio taped input from experts in the field. SIR/CAR is one of the few
organizations in North America focusing on Change Agent Research in
youth sport or athletics. Extensive written reports, audio-visual aid
presentations and audio-taped records are available from major research
projects conducted over the past five years in the area of smateur sport
or athletics.
The SIR Model listed below is a wholistic systems analysis wodel
which allows orcanizaticns to analyze both goals and means (as opposed
30
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CD
o
CD
31
•12-
13
to an operational model which focuses on means) • The SIR Model is
particularly adapted to voluntary or quasi- voluntary mutual benefit or
service organizations (although it is also functional in non--voluntary
. business or government organizations, particularly in an era of human
relations emphasis). In the study of secondary school sports the SIR
Model will be utilized with the purpose of (1) identification of the
function of sport or athletics in terms of the Ultimate Goal or mission
of education; (2) assisting the ministries of education, provincial/
state, regional, mimicipal or individual schools in identifying Conflict
areas or Obstacles preventing achievement of the school; evaluation of
dissonance between (3) Events such as Task, Structure,' and Control; and
✓ (4) Individuals and Groups in terms of Trait, Situation, and Behaviour;
(5) assessing Social Stress in terms of public and media pressure; and
(6) Constituent Strain in terms of peer- or parent pressure; (7) presenta-
tion of Alternative Recommendations to reduce conflict, and remove ob-
stacles so that (8) readjusted Structure; and (9) realigned Individuals
and Groups can achieve designated Goals. This is a cyclic model which
reverts at this point back to number 1, ultimate goal.
Evaluation
The research design utilized today is outlined in the 0X0 (Observa-
tion 1, experimentation and Treatment, and Observation 2) Change Agent
Research Model listed above (See Part IT, page 3A) .
The opGrational procedure for CAR rasearch is listed on the attached
CPM, Critical Path Method for CAR. The norr^al procedure is to conduct
Semi-Directed Focu^^ed Intervievs (based on the SIR Model) with a highly
14 ,
selected strati fied quota sample of organizational members. (boe
32
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33
-13-
appendix B and C for specific samples of the Semi-Directed Focused
Interview used for adults and students in the secondary school). The
audio tapes are subsequently sxammarized by the interviewers and the
transcribed tapes analyzed by a panel of experts to check validity #
reliability and objectivity of the interview aspect of the SAW process.
Subsequently, Written opinionnaires are developed utilizing the actual
terminology of those within the organization and are circulated on
either a stratified random sample basis or quota sampling technique to
a much larger population of organizational membership. Simultaneously,
a Seeing project team is analyzing behaviour by using porta-pak TV,
35 mm slides. Super 8 film (and occasionally 16mm) and a personal
observation team is recording behaviour utilizing the Faces Projection
Behavioural Attitude Scale and the Social Conflict/Cooperation Scale.
Data is transferred to mark sense sheets and analyzed by the Univer-
sity of Windsor Computer and I'ledia Centre. Parametric analysis and
Non-parametric by computer (Statistical Analysis System - SAS; and
Statistical Package for the Social Sciences - SPSS) is employed in
analyzing written opinionnaires and behaviour observed at games (while
the Mann-Whitney U Non-Parametric test is utilized in analyzing inter-
view results and/or organizational subunits where the n is belcw ten) .
In this study, as in previous studies, the organizational structure is
considered as the independent (criterion or drive) variable aiid the
behaviour as the dependent (predictors or reaction) variables.
The universe for this particular study consisted of all of the
citizens of Ontairio who are involved in either primary or secorclary way
in secondary school sports programs. A highly select quota sariple of
approximately 1,00C of the age eichtoen and older Ontario public v;as
34
surveyed by the IRBU in conjunction with Elliott Research Laboratories,
Analysis provided a comparison including (1) urban and rural, (2) male
and female, (3) a spectrum of socio-economic groups, (4) a spectrxini of
educational backgrounds, and (5) the* seventeen regions of OFSAA, the
IRBU survey extended one question to encompass pviblic opinion for a
sample of 5000 age eighteen and older citizens across Canada,
The primary sample for the study consisted of sxabjects from among
OFSAA students, teachers, administrators, board members, parents and the
general public in the target areas. The research design listed below
allows for involvement of all seventeen regions of OFSAA, either as an
experimental or control group. The Southwestern Ontario Secondary
Schools Association (SWOSSA) was the experimental group. It is a re-
presentative region of the Ontario Federation of School Athletic Associ-
ations (OFSAA) , SWOSSA encompasses a geographic configuration made up
of Essex County Secondary Schools Association (ECSSA) , Kent County
Secondary Schools Association (KCSSA) , and the Windsor Secondary Schools
Association CWSSA) • It consists of a total of thirty-five schools
ranging in size from several hundred to several thousand, with a total
enrolment of 32,000 students. The demographic spectrum ranges from
rural to urban, including core city schools, as well as p\±)lic and separate,
schools. Included are the major cities of Windsor, Chatham and Leamington,
The control group at an association basis will be Lambton County
Secondary Schools Association (LCSSA) , which is part of the VJestern
Ontario Secondary Schools Association (WOSSA) and includes the inajor city
of Sarnia. Further detail on the application of the complete IDr:A
Method to SWOSSA follows on the ES/AB - SWOSSA IDEA Method chart.
35
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36
ES/AB - SV.OSSA
IDEA Method - Mentlf ication, Delineation, Evaluation & Action
Felt need a SWOSSA S OFSAA requested and endorsed
Idjntif ication
\^oblem =
Questions of
1. role and status of sport in education
2 conflict in interface of (a) school, (b) league
and (c) association levels vis a vis amateur sport
3, relative significance of variables of (a) technical
skills, (b) administrative decision-making and
(c) public image ^ ^ ,
4. effect of equating and evaluating educational sport
on the criteria of professional athletics
(past)
-Micro studies'
Research and .development
' (future)
" -*^-^Macro studies - SIR
Delineation
^^'^^"Model = 3M - Macro Model and Method (see attached)
-clinics on technical skills
-psychology of coaching
.philosophy
Little League
Windsor Minor Hockey
Windsor Aquatic Club
equation
(Association)
^Sample = SWOSSA
(34 schools)
(League) - (Schools)
WSSA = 15
ECSSA = 8
'KCSSA = 11
►control group
(LCSSA)= 8
- (Subjects)
^^^competitors
students «=:^_non-competitors
32,000 ^&HE
^^^co^^»^es<^^^ P&HE
teachers
non-
"*coaches^
2", OCra^^non- ^^&HE
^ ^Ur.^^
Seeing ^
observin
Research . g^^Z ;;sking - Semi-Dire
Procedure X — ^ (SDFI) /
non P&HE
.non PS HE
^^'"^^^^^^^^^^^^^^^^P&HE
Board of Education 51 elected;
Parents and fans 34 appointed
TV
Faces Behaviour Projection
( non- parametric)
locial Index (parametric)
cted Focused Interview
3M Model
Operations
Ketncdology
Phase
-Phase
II
Dissemination
of Kriowledge
Action
H^ritten - Questionnaire
Crcanizational Audit = SAW (see above)
& Communication Feedback
1. Administrative Science
2. Sociology
3. Psychology and Principles
4. Health and Fitness
5. Biomechanics and Movement
6. Group Dynamics
Development of Cadre of CAR Researchers
Phase III - Discovery of Knowledge by Reaudit
Packaging of CAR
a) CAR Xono-raph
IDEA, 3M Xocel, project team preparation
b) instrun.entarion and instructions on
i) collecricn; ii) preparation or raw data;
iii) pro:-cssing and iv) analysis in SAW
r.err.od in Phases I & II.
c) ?r.03e II TV clinics and group dynamics guide
d) covfuter programs
C'-.".t-r re -Ions of OrS;A
:AR -'n cr:.-r :.\rricular and co-curricular areas
•^c'-::^^-J :ir.^al :-:'-.oy in crS/JV
:-ross ional study including other provinces
:cr:.:<urative c:.;:s sectional study
37
"15-
The first control group consisted of (1) CSOSSA, (2) NOSSAr (3)
NYSSA, (4) OVHSAA, (5) SOSSA^ (6) TDCAA, (7) TSSAA, (8) WOSSA. Control
Group 1 (Cj) were Asked in an interview and received Written opinionnaires
at Time 1 and were See(n) by TV and personal observation^ Asked and
received Written opinionnaires at Time 3#
Control Group 2 (C2) consisted of (1) COSSA, (2) EOSSA, (3) GBSSA,
(4) HIAC, (5) lAGB, (6) NWOSSA, (7) PHSSAA and (8) TDIAA. Control
Group 2 were See(n) by TV, personal observation. Asked by interview and
received Written opinionnaires at Time 3 only.
In both the experimental and control groups selected events and
organizational meeting were observed at league, regional associations
and OFSAA provincial levels. Emphasis and analysis of the selected
activities v/as on identification of trends of socializing sport or
athletic excellence. Results will be compared with trends identified
in antecedent studies in the amateur sport or athletic area. The data
bank of results on studies conducted to date in Southwestern Ontario
(excluding the OTOSSA/OFSAA study) consists of approximately 350 audio
interviews, 4000 written opinionnaires, (2000 with adults and 2000 with
youths) ; and observation of 1000 sporting events including 15 organizations
and 150 suborganizations. Approximately 2000 slides, 2500 feet of Super 8
film and 40 hours of V porta-pak or 1" TV tapes have been collected and
monitored^
In all, four Phase II Participative Clinics will be held. The
initial clinic was the KAPECT/NCPEA.M workshop in the fall of 1975 where
approximately 20 delegates from the national, state/provincial, regional,
and nmnicipal level representing Ontario and Canada; and Michigan and
38
-16-
New York of the U.S.A. joined with 20 SIR/CAR members from Southwestern
Ontario. Audio interviews. Written opinionnaires, as well as small
group meetings and presentations focusing on the research design and
operalization provided invaluable input for the design -which *folloWs.-
• i
Two provincial workshops were held, one in January and one in
February of 1976. On Friday January 30, approximately 55 representatives
from the Ministry of Education (Helen Gurney and Bev Goulding) , elected
and appointed board members, principals, department heads, teachers/
coaches, stxidents/players , pcirents , media representatives , \iniversity
resource personnel and community experts drawn from SWOSSA came together
at the University of Windsor Faculty of Hximan Kinetics building and also
the Media Centre. Each delegate who attended the workshop filled in a
Written opinionnaire prior to registration and in the first hour of the
workshop was involved in an Audio interview conducted by postgraduate
or senior honovir students. Following a luncheon, a four hour workshop
was conducted. Initially, delegates were divided on the bases of roles
with 5 groups identified: (a) administrators from the provincial,
regional aud municipal level, (b) principals and department heads, (c)
teachers/ coaches, (d) students/players and parents, and (e) media
personnel (attending as working delegates rather than covering the
workshop) along with comnunity amateur athletic representatives, referees
and officials. After initial reaction to the four fundamental questions
listed below (and sub-questions): (1) what is tlie ultimate goal of sport
or athletics in the secondary school educational process, (2) what should
be the interaction between school ^port and a.T;ateur athletics, (3) what
effect does sport or athletics have apon the teacher/ coach and s^rudont/
player and (4) what is the role of media- Delegates had an appointed
-17-
spokesman expressed opinion of the gi'oup to the entire workshop member-
ship. Then following group reports and limited interaction (followed by
a coffee break) the delegates were subdivided into 5 composite groups with
a Ministry of Education representative , a bocurd member, a principal, a
department head, a teacher/coach, student/player, parent and media person
in each group. SIR/CAR faculty and postgraduate facilitators remained
at their original 5 stations cind met with the reformulated groups who
again looked at the 4 basic questions as well as interacting on the specific
group reports which had been delivered. The overall workshop reconvened
with the newly appointed spokesman to express tentative solutions which
could be considered for implementation by SWOSSA and OFSAA at some future
date.
The second workshop which was held during the month of February
brought together approximately 120 delegates (2 student/players and 2
teacher/coaches, department heads or principals from 30 of the 33 schools
in SWOSSA region) with 30 representatives of Boards of Education, community
leaders, representatives of the media and 20 task force members- The
delegates were divided into 6 specific interest groups as outlined below:
(1) teachers/coach and classroom activities (2) teachers/coach and sport/
athletic activities (3) student/player in school and sport activities (4)
the role of sports/athletics in school activities (5) resource evaluation
and corotiuni cation systems and (6) sports/athletics and media. Each group
included at least one University or Windsor faculty meraber and several post-
graduate students. Groups were allowed complete flexibility to do their
thing and the first hour of involveriont ranged all the way from student/
players 5nvolv.?d in a warin up get acquainted Ba Fa - Ba Fa (confrontation vs
cooperation) '--^ime to a forrial lecture by two administration science j)ro-
fessors on ?ro:;rari ?1 "inning Resource Evaluation and Coia.Ttuni'.:3 1 1 on
o 40
ERIC
systems (PPRECS). Following lunch, the groups reconvened and addressed
themselves to the fundamental questions listed above for the first clinic.
Spokesman for each of the six groups then reported to the general assembly
after which groups were reconvened and interacted. Ultimately, each group
came forward with resolutions which will be advanced to the various
schools, leagues, regional associations and ultimately to the Ontario
Federation of School Athletics Association and the Ministry of Education.
Bie final workshop will be held in the summer of 1976 focusing on
explanation of data gathered.
One unique aspect of the clinic is the fact that afternoon working
sessions were' held in the Media Centre. All sessions were audio
taped and many audio-visually taped to be edited into two half hour
documentaries. One of these will report the specific results of the
SIR/CAR study on "The Role of Interschool Sports in the Secondary Schools
of Ontario - Focus on SWOSSA/OFSAA; " while the second documentary will
focus on "the changing Role of Secondary Schools Sports in the Province
of Ontario."
Analysis of the organization of OFSAA and its various regions
studied on the basis of the Professional-Amateur Dichotomy listed below
which has evolved from previous and ongoing SIR/CAR studies (augmented
by the extant research results of theoreticians or pragmatic observation
of practitioners involved in sport or athletics throughout this century) .
The thesis inherent in this model is that a trend towards Athletic
Excellence with a high committment of human and physical resources to a
limited number of organizational r.errJbers requires a highly Centralized
Traditional Konocratic, Bureaucratic, business or co.Tjnonweal -drganiK^ition
in order to achieve effectiveness and efficiency: whereas a trend tc-,.,iids
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Socializing Sport would suggest a Decentralized Emerging pluralistic
Collegial mutual benefit or service organization.
The selected activities included some individual (swimming ^ gymnastic
and wrestling)^ dual (tennis) and team (volleyball^ basketball, hockey
and football) activities. Wherever possible events in which boys and
girls participate were analyzed. The scope of activities runs from non
spectator sports to spectator athletics . In addition, the full range of
activities from recreational, intramvural, interscholastic, as well as
the classroom physical and health education and general activities were
included in the sampling in order to assess the effect of the school
program and the amateur athletic program on both student participants
and non-participants and teacher coaches and non-coaches. Much of this
data is already available in the school system and merely needs to be
analyzed. Statistics Canada and the American counterpart should also
be a vital source of data.
Operational Procedure
The PERT schedule of work to be done for "The Role of Interschool
Sports Programs in Ontario Secondary Schools/* is listed below. (See
Appendix D for a brea'^dcwn of The PERT Program of Work) The program
runs from 0 Week, Septerlier 1975, through Week 68, the last week in
recoinber 1976. The project was initiated during the first week in
rc'pteir±)er with a province-wide workshop in Wi:i::sor involving representa-
tives of the Ministry of education, t>»e male and female associate
£ocr»5tarirs for each i-jncue of SW03SA - OFSAA associations, alony with
43
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O 1 ■
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May
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44
-20-
selected OFSSA executives, SIR/CAR corresponding scholcurs, representa-
tives of the IRBU, SIR/CAR and selected consultants.
The Change Agent Research program combining Organizational Analysis,
Development, and Organizational Research is listed under experimental
SWOSSA and runs from Week 0, Event 1 through Week 34, Event 13.
Phase I, Organizational Audit, ran from Week 0 through Week 6 as the
project team S^ee behaviour by TV, slides, film and personal observation;
while the project Asking team used the Semi-Directed Focused Interview
to gather data for the Written opinionnaires. Phase II, Participative
Clinics, providing feedback aimed at increasing the Cadre of Change
Agents within SWOSSA, were conducted from Week 7 through Week 16.
Phase III, Reorganizational Audit, including Seeing, Asking and Written
Opinionnaire, were conducted from Week 17 through Week 34 and included
selected league, regional and OFSAA events* Control Group 1 partici-
pated in Phase I, Organizational Audit in terms of Asking by Semi-
Directed Focused Interview and Written Opinionnaire, approxiinately
a week or so behind each event in SV70SSA. Finally, selected teams and
associations from both Control Group 1 and Control Group 2 participated
in the complete SAW process, with Control Group 1 participating in
selected regional and OFSAA ^events from Week 24 through Week 34; while
Control Group 2 was exposed to the SAW process in OFSAA events from
V7eek 28 through VJeek 34.
Beginning in v:eek 0 and running through Koek 34, the IF3U in
cooperation with the Elliott Research Laboratories, conducted a province-
wide (and Canadian) above-eighteen sur\-ey and analysis of attitudes,
beliefs and perceptions of public opinion toward inter school sports
45
-21-
programs for secondary schools (and a lesser extent amateur and
professional athletics).
Commencing in Week 10 and running throughout Week 38 a Program
Planning Resource Evaluation Communication System (PPRECS) analysis
and flodified Delphi (probability^ impact and desirability) projection
analysis was conducted by a project team under Megid Fagab and Palph
Cowan of the Faculty of Business Administration. The PPRECS analysis
concentrates on (Quantitative and qualitative data on cuitecedent and
current transactions / while the Modified Delphi opinionnaire will focus
on the future. Emphasis is placed on the correlation between what is
expected by professionals involved in secondary education and legis-
lated by the Ministry of Education vis a vis contemporary behaviour
and projected future probabilities.
Throughout the project frequent meeting were held between the
principal investigators and representatives of the Ministry of
Education / particularly the Supervisory Official and the Committee of
Ministerial Officials. On selected occasions the Chief Educational
Officer, or even the Director of Research, sat in on clinics with
representatives of the Ministry of Culture and Recreation and/or
Community and Social Services. It is likely more of this will come in
the latter part of the project as the interface of educational sport
zmd air^ateur athletics becc.-nes apparent and results of public opinion
and the educational ccnununity are tabulated. A mini-workshop bringing
together a limited nuiriber of experts from the educational sport and
amateur athletic area might be appropriate in mid-January or February
of 1977. The interim report is due September 1^ 1976 with the final
report to be completed and siibmitted prior to Dc-ccrJDor 31, 1976. The
46
Ministry of Education will piiblish a mongraph outlining the SIR/CAR
system and dealing with the specific results of this particular study.
It should also be noted that four University of Windsor postgraduate
students are pursuing thesis topics as outlined below:
(1) "An Audit of the Objectives of SWOSSA Administrators^" by Wendy
Price iinder Gordpn Olafson^ and Megid Ragab^
(2) "An Investigation of the Relationship of Coaching with the
Observed Classrooin Teaching Performance of Secondar;^ School Teachers/
Coaches;" by Bill McKnight under Dick Moriarty and Jay Powell,
(3) "Resource Allocation in OFSAA - Focus on Forcasting," by Bob Hedley
under Dick Moriarty^ and Ralph Cowan, and
(4) "Organizational History of OFSAA," by Paul Webb under Dick Moriarty
and Alan. Metcalfe.
In addition, two honour senior students conducted satellite studies under
the title "Leadership, Coaching Style and Self-Perception - A Female
Basketball Player;" and "Secondary School Sports, Health and Self-Perception
Action
The inotto for SIR/Change Agent Research is, "No Action
Without Research; arid No Reseairch Without Action." The ultimate purpose
of any project of the scope of "The Role of Interschool Sports Prograjns
in Ontario Secondary* Schools," is undoubtedly action. Conclusions and
recoirjTienda tions ai.T.od at allocating scarce resources in the most ef-
fective and efficient moans of obtaining desired ends should come forward
as resolutions for consideration of the Ministry of Education aimed at
achieving goals by optimal means, y^naceiient By Objectives (MBO) , or making
47
-23-
all decisions on the primary goal of education, is indispensable in
this era of educational accountability. Resources By Objectives is a
natural but undeveloped concomitant concept and process of MBO.
Similarly, Bottoms Up Management (BUM) demands shared Accountability
from the Bottom as well as Middle and Upper management. Shared
objective setting, policy development, resource allocation and account-
ability involving Task Force teams of theoreticians and practitioners
is a possible outgrowth of any SIR/CAR project.
Undoxabtedly the scope of this research project will also necessitate
recommendations for future research, either in the form of increased
cross-sec il indepth analysis in the province of Ontario or a
longitudinal study. Another alternative would be to pursue a cross-
Ministry study involving Education (school sport) and Culture and
Recreation (amateur athletics) involving community school development.
- The results of the Michigan study and the projected study by
New York State University of Buffalo and the National Association for
Sport and Physical Education will undovibtedly benefit both practitioners
cuid theoreticians interested in the area of policy or Change Agent
Research.
48
-24-
Notes and Bibliography
!• For a more complete description of SIR/CAR see Dick Mori arty and
James Duthie, "Sport Institute for Research/Change Agent Research
(SIR/CAR)," Canadian Association for Healthy Physical Education and
Recreation Journal s Vol. VX (March-April, 1974), pp. 21-23, 33-36.
Also available in microfiche or hardcover from Research in Education
ED096 748.
2» C G. , Ivey ' University of Toronto, "Report of the International
Conference on Physical Education, Edinborough, Scotland, 1975
reported in Ontario University Programs for Instructional
Development #8 (December 1975), p. 8,
3, Copies of these research studies or abstracts are available either
from the funding agencies or through the Technological Applications
Projects (TAP) United States Office of Education, Washington D-C.
4. For a complete description of the theoretical base for CAR see
Dick Moriarty, James Duthie, and Megid Ragab, "Change Agent
1|^|Research: Combining Organizational Development and Organizational
Research (CAR: OD + OR)," Management by Objectives , Vol. IV
(May, 1975) , pp. 35-43. Also available through Research in
Education ,
See E.J. Miller and A.K. Rice, S ystems of Organization; The
Control of Task a nd S entient Boundaries ( London , En g land :
Tavistock Publications, 1970) , for a complete analysis of a
research institute structure and system.
See K osearch V^rogram, CbjectiveSy Policies/ 1975; Institute j'q r
Research on Public Policy (Montreal, Que.: Institute for Kcse^^rch
on Public Policy, 1975).
•'The Role of Sports in the Secondary Schools Focus on the Scuth-^
western Cntrardo Sccc:;c3i-y Schools .Association of the Ontario
re.iorcition of School Athletic /..ssociations , " is being conducted by
49
ERIC
-25-
SIR/CAR on grant 939 from the Ontario Ministry of Education.
This study is in part an outgrowth of the NAPECW/NCPEAM Scholarly
Directions Research Grant which was afforded to SIR/CAR in the
fall of 1975 to conduct the workshop on "Socializing Sport or
Athletic Excellence .in the Interface of Secondary School Sport
and Youth Amateur Athletics: A Cooperative Change Agent Research
project involving Michigan, New York and Ontario." A concomitant
study is underway in the State of Michigan stimulated by Senators
Purcel and Snyder and conducted on concurrent Michigan State Bill
No. 39/ "Research and Legislation in Youth Sports and Athletics."
A Change Agent Research study is planned for New York State under
the direction of former dean, Harry Fritz of New York State
University at Buffalo (currently Executive Director of the NAIA) •
At his prompting, the National Association for Sport and Physical
Education of the American Association foi* Health Physical Educa-
tion and Recreation has set up a youth sport task force under the
chairmanship of Lucille N. Burkett.
8. C.A. Doxiadis "the Jj^rospects of an rnternational Megalopolis,"
in The International Megalopolis , Proceedings of the 8th
Canadian-American Seminar edited by Mason Wade (Toronto, Ont. :
University of Toronto press, 1966) , pp. 2-32.
9. See John Dewey, The Child and the Curriculum ; and The School and
Society (Chicago, 111.: Phoenix Books, 1902, and 1900, 1915,
1943, 1956 and 1960); andDorothy LaSalle, Health Instruction for
Todays Schools (Inclewood Cliffs, N.J.: Prentice Hall Inc., 1963);
and Guidance of Children Through Physical Education (Cranberry, N.J.
A.S.Barnes 1946; and ^^rnold Press Co. 1957).
50
-26-
10. Research results are contained in numerous monographs published
by the Ohio State Leadership Institute and are available through
the Centre for Business and Economic Research Division of
Research College of Administrative Science, The Ohio State
University, Columbus , Ohio, 43210*
Among Ralph M. Stogdill's research works worthy of note are:
Leadership Behaviour; Its Description and Measurement (1957) ;
Team Achievement under High Motivation (1963) ; Managers, Employees
and Organizations (1966) : and Individual Behaviour and Group
Achievement (1959), p\^lished by Oxford University Press.
11. The resultd of research studies of the University of Michigan
Survey Research Centre, Research Centre for Group Dynamics and
the Centre for Research on the Utilization of Scientific Knowledge
is contained in:
Rensis Likert, Patterns of Management (1961) and The Human
Organization (1967) both published by McGraw-Hill Book Company.
The theoretical concepts and implications are contained in
Daniel Katz and Robert Kahn, The Social Psychology of Organizations ,
(New York: John Wiley and Sons, Inc., 1966}^
12. See M. Radner et al, "Intergration and Utilization of Management
Science Activities in Organizations," Op erations Research Quarterly ,
Vol. IXX (1968) pp. 117-141; A.H. Rubenstein et al, So.-ne Theories
of Organization . (Hor^ewood: Irwin-Dorsey , 1966) ; and A.H.
Rubenstein, et. al. "Seme Organisational Factors Related to the
Effectiveness of Managerr»ont Science Groups in Industry,"
ManacGmant Science. Vol. XIII, B5C8-B518 (1967).
51
-27-
13. The SIR Model was developed by Dick Moriarty by synthesizing
the theoretical work of Ralph M. Stogdill and associates at the
Ohio State Leadership Institute; Daniel Katz and Robert L Kahn
and associates at the University of Michigan, Social Research
Centre (and Research Centre for Group Dynamics) ; and Andrew W.
Helpen of the University of Georgia. For a complete description
of the theoretical base see Dick Moriarty, "A Model and Method for
Organizational History," Proceedings of the Second Annual Canadian
Symposium on the History of Sport and Physical Activity (May '2, 1972),
Ottawa, Ont. : Canadian Association for Health Physical and
Recreation, 1971, pp. 307-344.
14. See George D. Short and Cam Innes, "The (Semi-Directed) Focused
Interview r*3 Tool of Historical Research (on Organizations) ,"
Proceedings ol the Second Canadian Symposium on the History of
Sport and Physical Activity , at LaPointe Centre for the Study of
j anj Univer si ^ggT^ ^^T ^ pp. 232-243.
15. See Ann Marie Guilmette and^Dick Moriarty, "SIR/CAR Field
Research in Action ," p>roceedings "of ^the 79th Annual National
College Physical Education Association for Men, Hotsprings,
Arkansas (January 8, 1979 ,
52
ERIC ^
»«i.Dir.ct.d rc.r..«j I^t.n.l« Appendix B
U«t th« feUe«u>^ b«lew In pencil on th« c*ittt« h*toxm th« l^i««vi*«.
VM« of lnt«r*l«v«r
Vjow of Intorviavoo — ^
rMitiOtt . School U«9>»o M»ocUUO€i .
0«t«
roeu* of tAt«rvl«it lOrmiMtlon) _
Plae«
Hp^, _ _ • inMom of er9*AlBAtloa)
Initial 8f twnt i TN» Univaraicy of tflAdsor *M
Ara •orkln9 cooperatively to uk«
■or* offactlv* And officiant.
KAtnforccxnt Stafmantt »r« ona of thoio cloaeat to ^
AAd tharefor» I appraci.at< «ii opportunity to Intonrlcw you and zvcord your obMrratioM
■Ad fcollnga.
Il&cic raapon** oo ZtM #1 - U for «) "chool, b) lc*9U« WSSA, KCSSA* «SS* otel
C) aaBoeiatAQB SWQssM d) Provincial orSAA.
1. Ooald you ploua idmtify th« ultlgata qo«l (aiaalon) (I) you m— in
3. Ooald you aon«iit oo conflict lobatAcloal 12) vhich pr«T«at achicv«Meat of thl« 90«1,
g yanta
J, Could you Identify aiyniflcAnt cvnt« 13) you ••• ia -
aucb ftj l3-a> tM9k tor alna) for thia yaar.
4^ Could yoa ocoMnt on |3-b) atructuro (or or9aniutlool .
S. CMld you coaa«nt oa O-c) control (or aatiaiatratioo) .
Inil vidua !■ and Croupe
«. Could you plaua identify ai9niflcent M) individuala or vroope you eee Is
7. Could ycu ccaaent on 14-a) their traits (or cheracxeriatica) .
t. Could you ooment on (4*6) titair aituetlon (or rolea)
f. Cocld you cncaent oo (4-c) their behavior (or axpecxations) .
yitemal to Toeua - Supra
10. Could you cossMnt on (S) aoclal atreaaea oo
trock outeLde the orgaaixation.
gytrnal to rocua " Intra
11. Cdld you ootaKcnt on (6) ccnatitnent atraln on
frcMa vlthlA the Gr;aniution.
12. Could you cc>cx»ent on (7) recocsacndea changee (or altcraate »aj>a9<i»ent t*chniquael
you vould like to aca In .
Kfrert to II - 12 for each of a) acbool b) leaqrue (e^. BCSSA* rCSSA. «SA etc.l
C) eaioclation (eq- SW06SA etc.) d) Prorinciel (c^. orSAA)
U. Vhat role* if any* do you feel the national ajsoclation ahould play (e^* Canadian
Federation of Secondary School Athlctice/Sporc Associations) 7
14. What ia the effect, if any, on interachool aborts ooepetition of the e»tabliaSMnt
of Sport Ontario and the subaequent fundin9 of an Inczcaain^ nusber of provincial
aport»-90vernin9 bodiaai
15. What ia the effect* if any* on hifh achool •ports pro^raaia of 9ovem»»nt tupport
for Doa^achool tcaju to travel to regional and provincial ooBpetLtioai
16. Vhat la the effect of inflated ooats* especially for travel and officiala feea* oo
hi$h achool aporta coEpetitioni
17. iry.at La the extent of the presaure on high achool teacher-coachea to develop elite
ethlvtea for Ontario Ca»ea» Ciciada C«>«a and Olysrpic ccepecltioni
18. VSat La the effect of increased tlse d«sAnda on teacher-coacheii and the reaultlA^
affectiveneaa aa a teacher In t>ie regular cldisrooni
19. Bv*i do you feel «.V>ut crlticias of
(rwr2< df^ro;>riaia or.a) i
a) expcutivea ' e^ toard of Cdtication
executive SectetaricB
b) AiSrair.latretors Principalt V.P. Ccmvenore
c) of PhyeScAl Cducerioo
d) TcarLSer/CoAch
•) cfflclale. refarete. isaplres
f) plAvere
g) ^AT^ntM
JO. tc* ♦ r-rltlce of ^ , there ia too i&ich
fit. ;ti on vln^iL.? tj\i tXM> litt;< fan.* Tf-e or faJia7
?1. ••'^'i; do you thi"^* of th« in'.r«iiral pr=s^^7
3*. w a: <?o rv3 \ri'Ji cf t>^ Jhytlral A-•^d 2^-c*tioo pr&?ra«7
?S. a* -it do y?u of co-»<Jac*tlor.al, co-c-jrt iculax actl»ltiaa7
X? ZM» joirit .tv./t to v.y covtrt cor.flict wMch ^tt •ll-j-l.d to d-rln? U^e
It Vcrvtrw.
:5. r:c*f ^it^ « ^tiltlva tUrJt ysu jc^stiDft for tl*t ard *ii"ett!«e of Irt* a.
54
SEMI DIRECTED FOaCEO INTEKV'ILV rOR PLAYERS
Appendix C
Xnti TKiuctlon
My r.arw Is . What is your first naae? ,
first najae only
This isn't a test. There are no right or wrong answers. Z just want you to answer my
questions so I know what you think of
(fill in name of organization)
eiicite response on items 11 - 8 on each of a) school* b) league (eg. ECSSA, KCSSA* WSSA etc)
c) Association (eg. SWOSSA) » d) Provincial (eg. OFSAA) •
1. Can you tell me about some of the problems there are in your
(CDSFLICT)
Events
2a) Can you tell me who runs the 7 (CONTROL)
b) How docs they/the person do it? (STROCTURE) Do(es) the person/they have help?
cJ Do you know why these people do this?
Groups and Individuals
la) Can you tell who the inportant people in your are?
b) Can you describe them? (TRAITS)
c) Why are they important? (ROLE) What do they do that B»kes them important?
d) How do they behave ?
Constituent Strain
4. Are there any cosplaints from people who are part of your ?
Social Stress
5. Do you know of any co=:?laints from people v>io aren 't part of your
7
6. Is there any change you would like to see in ? (oiANGE)
7. sooe people say interschool is bad for growing boys/girls.
What do you say?
Some people say that winning is more important than h. ing fun.
What do you say about this?
8. We have been talking about you playing and all the other people who
help you play, can you tell me why everybody docs this? (ULTIWiTE GOAL)
9 Coes sport fulfill the educational goals which have been established?
10. What is the role of inter scholastic sports prograas in Ontario?
11. Has the rstablishr^ent of Sport Ontario and subsequently sport or athletic funding
increased the pressure on educational sport?
(JJote: Thirty -illion dollars realized through the lottery will have an extensive
effect here.)
12. Does goverrjr.ent support for non-educational te^os ' travel to regions increase
^ rensure on education sport?
13. What is the effect of increase in cost of travel arjd officials' fees vis a vis aiMteur
sport ar.d educational sport?
14. Has the preitsure on sport from govemnont created cjrryovor pressure to educational sport?
15. If i.itcrsc;»o!36tic sport is an i.t^ortant jort of the school educationAl program, how
do i<?=.£nds on the ttasher-coach effect '.he of f jctivr.-.t-ss of the teacher-coach in
the claisroca?
16. Should sc>ools add, detract or retain the status q\xj in interscholastic sport?
17. DO you play in any ccr^.^inity ar-^teur te-^r.s? :f yes. which cneR? Run thru 1-8 for ^r.^teur
team.
18. What dc you think ^f f r.«.i^,-r.jf aI pro^rj;!?
19. b-hat do you think of t.he ^^y^ical ert-.c^ticn program?
20. vy.at do y.^ think of o.-^d-.r-.t ior.al. co-^arrirular activities?
21. nvvcrt to .v^y ^rtf^.ti r.s u:.ar.>crcd or ski;;;..d over ./.ove.
22. A?d any ^urtlr.<»nt sticri*.
55
TZr'JT Proorajn of V»CTk
Appendix u
initial meeting of task force team bringing together organizational
professional practicioners and research theoreticians.
workshop for task force menibers and sxabgroup meeting of project leaders
and members to train them in the SAW process, familiarize them with
research and development to date, and adjust IRBU and SIR/CAR instruments
for use in OFSAA*
assignment of ^king or interviewing team by Semi-Directed Focused
Interview with ooen-ended questions based on the SIR model focusing on
what was and what is or change at the school league association and/or
OrSAA level. This is a modified Delphi system. Interviews .will be
conducted with a stratified random sample of organizational coir,ponents
including board menbers, administrators', principals, teacher-coaches and
teacher- noncoaches, parents, players and the interested coirjnunity
spectators and general public. IRBU public opinionnaire will be
distributed.
assignment of project teams for feeing or observing early regular season
by personal observation, audio tape, slides and IV.
cevelopr.ent of Written opinionnaire based on reaction to the SDFI
interviews. The combination of ^^.sking or interviewing and ^ritten
opinionnaire form of modified Delphi system going frcm general to specific
and past and present, (and a-Iso projecting for the future in
executive interviews) . The Faces Behaviour Projection Scale will be
utilized to elicit feelings from youth participating in S^JOSSA, with
about a one-week lag. Audio interviewing and Written opinionnaire will
be conducted in the eight associations in Ontario listed inControl 1.
return of Written opinionnaires , cevelop.T^ent of an additional executive
opinionnaire projecting for the future, and allowing cpi>Dr tunities for
.expression of opinion on what is probable, impact and desirable. (See
WAC opinionnaire attached.)
seeing or observing by TV and personal observation of fall activities
and meetings. {
corjT.unication feedback on the results of the surveys and intr=rviews
providing each association of SKOSSA with an Organizational Audit.
first of Participative Clinics in £V;0££A providing confrontation, croup
reeting and T^J inpjt on organization ad-T^inistration and r.iir.r;c.Mi.^ent of
conflict.
Tarticipative Clinic Session 2 proviclnc i^cnsitivity training and ^-Jcic-
visual input on scci-.l science and psyc-.olocr// ^-^n principViiiS of .rort or
c.thlet ics.
56
Appendix D
9 = Participative Clinic Session 3 with role reversal and management by
objectives, and TV audio input on biomechanics and movement education.
10 = Participative Clinic Session 4 aimed at continuing development of a cadre
of CAR practicioners and TV input on physiology of drugs and safety.
Each clinic session will consist of small group interaction, one-quarter
to one-half hour TV tape presentation, and one-hour application by
participants.
• 11 = SAW method on league playoffs, meetings and public hearings throughout:
the 17 associations of 0FS7A.
12-14 = SAW method on association and OFSAA championships and meetings.
15 = t-jo-day workshop with the first day devoted to presentation of the
results to practicioners in OFSAA and 17 regions, and the second day
would be devoted to the meeting of task force and integrating and
cjuplifying results in a multidisciplinary, interdisciplinary, or
preferably transdisciplinary approach.
16 = interim report or Draft Report to be distributed for reaction.
17 = Final Report submitted to the Ministry of Education.
57
PART III
The Iheory of Change Agent Research
The ultimate goal of all study/research is to reduce the
probability of seeing the world as we would like to see.^t exist
rather than as it does exist - ruling out plausible rival hypo-
theses which make comparison ambiguous and tentative. The ongoing
controversy as to whether to realize this ultimate goal by Pure Basic
Research or Frontier Action Reseeurch seems interminable and futile.
The classic distinction here has been between (1) pursuit of know-
ledge for its own sake, and (2) pursuit of knowledge about specific
things to be applied for specific purposes. There has been a good
deal of controversy, however, between, on the one hand, those who
have sharply criticized field studies for slipshod sampling, failure
to document description of variance and the wholehearted acceptance
of impressionistic accounts and, on the other hand, those who are
opposed to sampling, too numerical procedures for quantification on
the ground that the social system as an organic whole cannot be in-
vestigated by quantitative methods. This report suggests that the
issue and controversy have been falsely focused: the situation is
that we are not all for or against quantification on an either-or
basis: the choice is not between hardness and softness. Quantative
data is not always hard and the qualitative soft and deep.
The problem is really one of information. There are several kinds
of information: what kinds of ir.ethcds and v;hat kinds of information
are relevant? VThat is the facility of different methods in getting
this information for the different purposes? Incomplete and iir^perfect
answers should be and are useful: we frequently must make decisicr*s
-1-
58
-2-
in the light of imperfect data. The real problem is to be clear about
what is imperfect information and how this can be improved to enable
us to achieve our purposes.
Invariably researchers have a short memory and forget that study
and research, art and science should collaborate rather than confront.
Theoreticians and practitioners, scholars and scientists, are in an
evolutionary process ranging from descriptive to predictive as out-
lined in the model below.
The advantages and disadvantages of these various stages of the
art cmd science of research are well explained by Campbell and Stanley^
in their benchmark text. Experimental and Quasi-Experimental Design
for Research, which is summarized in the chart below (amended and
including a list of SIR/CAR projects utilizing the various designs)
0) >,
> CP M
-H C O
Q* -P <0
MOO
O 4J i-l
CO a
0) O X
Q = O
c
•H
•H 0)
C
U U
o o
M JJ
1. Anecdotal Records - objective observations and records.
2. Case Study - systematic analysis of space, time and form.
3. Problem Solving - short term - stimulus response.
4. Cross sectional Survey - no backward or forward look.
5. Cross sectional Survey T^-Tj^ - significant N over long
periods of time.
6. Longitudinal slice - same subjects over time and difference
beginning to and or at specific times - ex. G&D,
7. Environmental impingement and determinism (idiographic) •
8. Genetic determinism or structureal heredity (nomothetic).
9. Construction determinism - reafying a quality or qualities
to allow prediction.
Whenever possible ve should substitute experimental for descriptive
and predictive for descriptive.
59
■Donald T- Campbell & Julian Stanley, EXPERIMENTAL AND QUAS I- .OIPERIMEICTAL
r^ESIGNS FOR RESEARCH. Chicago: Rand McNally 6c Co., 1966. p. 84
Table 1: Sources of Invalidity (p. 84)
Internal
O = observe, test
X = treatment
R = random sample
+ =s controlled
- = definite weakness
? = source of concern
= not relevant
c
1
C
o
C
0
C
>1
•H
Q)
C
•H
o
-P
4J
E
0
(Q
•H
•H
u
Id
c
•H
(0
-P
o
u
H
S:^
4J
Q)
U
:3
-P
4J
Id
V4
Q)
-p
to
-p
(0
(0
(d
Q)
C
Q)
o
a:
H
CO
Pre-Experimental
1. One-shot Case Study . - - ^
X 0-Little League (LL) -Sandwich East (SE)
2. One-group, Pre- & Post- - - - - + + -
0X0 -Little League (LL)-Windsor West (WW)
3. Static-group Comprson + ? + + . ."^ "
X O -Minor Hockey (MH) -Windsor Minor Hockey (WMH)
True Experimental
. 4. Pre- & Posttest + + + + + +
Control Group
R O X 0-LL District 5 Windsor-Canada Council
R O O
5. Solomon Four-group + + + + + +
R O X O
R O O
R X O
R O
6. Posttesr Only RXO + + + + + +
Control Group R O-Ministry of Education
Quasi-Exo er imental (Table 2, p. 40)
7,
8,
9,
Time Seri^'S trend - + +
0000X000 O-Canada Council
Eauvlnt Tim*3 Samples + + +
X^O XqO X^O
XnO
etc.
Eauvlnt Matrls Samples +
mJx^O M^XqO M^X^O M^XqO.
+
etc.
10. Konequvlnt Contrl Grp
O _ X 1 JD
O O
11. Couj/cerbalanced (???)
A. Xj^O X2O X3O X4O
B. X2O X4O Xl_0_X30
C.
+
+
+
+
+
+
+
+
+
+
+
J E xterna l
o o
H
Interaction of;
c
-p
u
-p
fd
CO
0)
+
+
c
-p
u
rH
Q)
O
fd <
•H
rH
i
^ -
+ ?
— ? ?
— P —
- ? ?
- ? ?
:rL-.v-t: Ealancod Latin Squares has orrj
1, 2, n, 3, n - 1, 4, n - 2,
going down columns. Subscri;.
X4O X3O XjO Xj^O -.Mr'nistry of Education
or
■rtC
X3O X^O v^,o XjO
in How 1:
. Ar3d 1
f.-'. !Ou Ic b3:
1243
2314'
;i32
ERIC
i-Expt'-r in.onta 1 Desicns 12 fnru 16 on next TP^-.ge.
60
ir'able 2, cont. Internal
U
O
•p
(0
•H
c
o
•H
4J
u
3
4J
Id
•;i2. Seprt Sampl. Pre- Post.
I R O (X)
t: R X O - Canada Council
'■l2a,
12b.
12c.
13
R
R
(X)
X o
+ -
) (X)
(X)
X _03
+
R
R
R O,
R ^
R ^ _
R O, X O, -
R _ _ _X_ JIAPECW/NCPEAM
Seprt Sampl. Pre- Post. +
Control Group
R O (X)
R X O
R
R _
13a. /R
O
(X)
/ /R O. . ./+
/R
X
0/ /R
.0/
R'/R O
/R
(X)
X
0/R ' /R
0/ /R
O.
. ./
.0/
/R 0
/R
(X)
X
/ /R
0/ /R
0.
../
.0/
14.
15.
Multiple Time-Series
O O 0X0 O 0
0 0 0 0 0 0
Institutional
Cycle
Class
Bl
R 0,
X
Class
B2
R
X
Class
C
Gen. Pop.
Control
Class
Class
B
C
^6
O7
)2 < Oi & O5
O"
06 = O7
2o
16. Regression Discontinuity
c
-fcL
I
c
C
Q) C
0
U)
*r1
UJ
1 1
Q)
u
4J rd
U
c
Q>
H
Pi
?
+
+
>1
r-l
Id
o
+
+
+
+
+
?
?
+
+
+
p
?
+
?
+
+
+
+
+
+
?
c
O X
4J C C
U 4J 4J
rd O V4
M rH 4J
(U (U rd
4J W S
c
H
1.
3.
4.
5.
6.
7.
Interact ion of :
X
rS
C0
s
C
•H
4J
M
-p
u
U
rH
rd
<
Q)
(U
+
+
+
History = Specific events -rX betv.een O]^ and 02*
Saturation = processes within S operating as runction of pass
Testing = effects of taking test on 02-
Instrumentation = chances in calibration or in observers or s
Statistical Regression = groups selected for extreme scores t
to mean. . . ^ ^ . • ^ >
biases resulting :.n differential selection of S 1
(Table 3|
p. 56)
+
p
+
+
+
+
+
+
Selec t ion
groups
Mortality
age of t ime car
cor or s .
ond to regress
r c:n c cm pa r i s on
= differential loss of S from comparison groups
61
Study/research (experimentation) is taken in its ety mo logically
correct meaning of 'to try, to test' — rather than in the misuse some-
times fo\md in the less perspicacious (or less classically-educated)
followers of the establishment, who interpret it as referring only to
manipulative research or, still more erroneously, only to manipula-
2
txve research m the laboratory. SIR/CAR has not defined experimental
in the narrow sense, implying a method in which the experimenter exer-
cises strict control over the values of the central independent variable
Rather, we have included in the definition all study/research in which
important questions in the area of sport and society have been studied
with techniques that are either logical (scholarly) cr mathematical
(scientific) in their treatment of the critical variables and the deri-
3
vatxon of justifiable conclusions. it is this broader definition of
experimental which is employed as the criteria for selecting study/
research projects included in the perview of SIR/CAR.
The Cycle of Science model and the Reality Rectangle below show
symbolically the two viable alternatives to research. As the Cycle of
Science indicates, scholars and scientists interested in understanding
a phenomenon and/or the universe can either (1) go from observations or
evidence (obs) to description of patterns in the saiTiple observations
obtained (ds) , to description of patterns in the parent class (or
universe ) to which the sample belongs (du) , to explanations or theories
to account for described observations and guide further investigation
(expl) , to descriptive inference derived from theory (dt) , to empirical
interpretation in operationalized or procedural ternis of theoretical
inference to be investigated (do), and return ultinately to oh sj? r^-ll^L^
or (2) reverse
9
-3A-
TOE CYCLE OF SCIENCE
Explamation constructing and revising to ...
(observation to Explanation developing and testing to •••
description to (explanation to Explanation constructing and
explanation) description to
observation
obs: observation or evidence
ds: description of pattern in
sample of observations
obtained
du; description of pattern in
parent class (or universe)
to which sample belongs
expl: explanation or theory to
account for described
observation and guide
further investigation
dt: descriptive inference
derived from theory
do: empirical interpretation
(in operational ized or
procedural tenTis) of
theoretical infc-rence to
be investigated
63
-4-
the process going from explanation to theory to operationalizahion
to observation to description of the sample and description of the
universe, etc. The lower half of the Cycle (observation, description
of the sample and description of operationalized theory - obs, ds, do)
deals with methodology while the upper portion (description of the
universe, explanation, and descriptive inference derived from theory -
duy expl, and dt) deals with theory . Similarly , the right hand half of
the Cycle (obs^ ds, du) deals with practical empirical - specific
explanations constructing and revising; while the right hand half of
the cycle (expl, dt, do) deals with theoreti cal or general explanations,
development and testing.
The Rectangle of Reality similarly shows that in understanding
nature or reality both practitioners and theoreticians have a role to
play. ^ We can either proceed inductive ly from the particular to the
general; or deductively in reverse order. In the inductive process
we take heuristic measurements and conceptualize a model from the mass
of data; whereas in the deductive process we go from theory to conceptua-
lize and operationalize so that we can take measurements to test our
model on the basis of the mass of data which we will accumulate. In
the inductive process the professional deals with the concrete, ex-
trinsic and instrumental to observe or bring about change to be applied
for action. In the deductive process disciplinarians focus on the
abstract, intrinsic and essentialistic in order to understand nature
through pure and/or basic research.
Both approaches have contributed appreciably to the Gdv£incc:irient
of mankind. Pure 3asic Research system (emphasis on theory, cycle of
science or deductive in the reality rectangle) acvocatcs an ci.^. ratio;;.^. I
procedure with research theoreticians developing a discipline ard
64
Reality - Research - Scionco - Nature
concrete - extrinsic - instrumental
(quantity) profession - change - applied and action
inductive - particular
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Assumption - assertions (not to be examined)
Presumption - principle directing observation
Concepts - elements definition - .
what is tQ be measured - facts exist
sign pointing to commonality
Analogy - simile or metaphor ^ computer simulation
Proposition - a tentative explanation
Question -* relevant, logical explanation of phenomenon
or
Hypothesis - neat quantitative analysis: <,=,> (to be tested)
Paradigm - research methodology
Model - symbolic representation E = MC^
Typology - rough categorization - phenotypic
Taxonomy - classification - genotypic
Theory - set of assiamptions from which
by pure logic - math process a larger
set of empirical laws can be derived —
^ ^^interrelated declarative statements
Tneory symbolic representation
mathematical eauation
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Goal - reduce the probability of seeing the world as we would like to see it exist*
rather than as it does exist - rule out plausible rival hypotheses which make
comparison ainbiguous and tentative
Development of ability to be objective and value free
in administrative analysis with emphasis on
EFFECTIVE
Get the job done
Achieverr.ent (Halpin)
Initiation of structure (Stogdill) and
HFFICIENT
Least expenditure of hunan and physical resources
Ma in 1 2 n ance ( Ha Ip in )
Considerat:ion (Stogdill)
Don't talk arx^ut cco^ ^nd badf or right and v:rong^
rather off'i-ctive and efficient*
65
middlemen subsequently disseminating the knowledge to practitioners and
professionals. The focus is on the discipline. The great shortcoming
of this procedure has been the tendency of disciplinarians to restrict
commijuii cation among themselves or an abortion of the knowledge as it
passes from theoretician to middleman to practitioner/professional. Applied
Action Research has the .disadvantage of neglecting the direction of
theory and/or of failing to cluster the results of the heuristic
data bank of the community of scholars/scientists. Change Agent
Research, on the other hand, advocates a combination of practitioner
and theoretician, with the emphasis on professional rather than
discipline. Advocates maintain that this not only opens the line of
communication from the theoretician to practitioner, but also from
the practitioner to the theoretician. Both have a great deal to
contribute in dealing with problems of society. Kurt Lewin stated
"There is nothing so practical as a good theory;" SIR/CAR advocates
agree but go on to point out that "There is nothing so theoretical as
a good practice". Change Agent Research falls between Pure Basic
Research and APPlied Action Studies. Pure Basic Research is at one
and of the spectrum with almost cotnplete freedom in selecting proces-
sing and publishing results but seldom an opportunity to test any
direct applications of the finding on practical problems; whereas.
Applied Action Study researchers frequently have the satisfaction of
seeing their findings put into immediate practical use but seldom an
opportunity to decide how, what, and why they conduct particular studies.
Chance Agent Researchers have seme freedom to select their line of
study/research, usually have complete control over the model and
:nethodology to be utilized as well as the right to present and publish
results, and sometimes have the satisfaction of knowing that they
66
-6-
have influenced it, if not determined, the direction of society and
perhaps public policy. These distinctions are brought out on the
6
Research Role Model chart, below*
Regardless of the approach being utilized, theoreticians and
practitioners involved in research must avoid consideration of good or
bad ends and right or wrong means and focus rather on effectiveness and
efficiency (initiation of structure and consideration in Stogdill's^
Q
terms, achievement and maintenance in Halpin's terms, getting the job
done with the least expenditure of human and physical resources in
laymen's terms). As pointed out above, the ultimate goal is to see the
world as it actually is rather than the way we would like to see it exist.
In summary we can accumulate knowledge individually or collectively
in multi disciplinary (confrontation) , interdisciplinary (collaboration)
9
or trans or meta professional/discipline (cooperative) Task Forces.
Similarly, application of knowledge can employ the traditional three
step process of Researcher to Middleperson to Practitioner or a progres-
sive process combining Researchers and Practitioners.
Sir provides a structure, CAR provides a system analysis n\ocel, and
IDEA provides a study/research methodology for Change Agent Research on
the^ Canadian-American scene. Change by definition and change producing
processes have a habit of leaving behind them those who initiated them.
Once a model and method is perfected, there is no 'raison d'etre' for the
group who invented it. The successful system is absolete. SIR/CAR is far
from perfected however, and flexibility and innovation for "unplanned
change" are indigenous to Change Agent Research. V7e must all avoid the
tendency to "fall in love with our nodels." Innovate and improve. Vou
are invited to join SIR/CAR and/or initiate a similar voluntary mutual
benefit society in your "coirt^unity " .
67
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ERIC
Selected Bibliography
Campbell, Donald T, and Julian C. Sranley. Experimental and
Quasi Experimental Design for Resea rch, Chicago: Rand McNally and
Company, 1966.
Ferberand, Robert and P«J. Verdoorn. Research Methods in Economics
and Business . New York: MacMillan, 1962.
Festinger, L. and D. Katz (eds) Research Methods in the
Behavioral Sciences . New York: Dryden Press, 1953.
Garrett^ Henry E. and R.S. Woodworth. Statistics in Psychology
and Education , New York: David McKay Company, Inc., 1966.
Hill, Joseph and August Kerber. Models, Methods and Analytical
Procedures in Educational Research , Detroit: Wayne State University
Press, 1967.
Kerlinger, F. Foundations of Behavioral Pesearch . New York:
Holt, Rinehart and Winston, 1964.
'Locke, Lawrence F. Research in Physical Education . * New York:
Teachers College Press, Columbia University: 1969-
Locke, Lawrence. "Research in Physical Education and Research and
Teacher at the OK Corral." Proceedings of NCPEAM, 1969.
Merton, Robert K. , Marjorie Fiske and Patricia L. Kendall. The
Focused Interview: a Manual of Problems and Procedures . Glencoe, 111.:
The Free Press, 1956. (Reserve #BF 761 M4)
Richmond, Samuel B. Statistical Analysis . New York: Ronald
Press, 1970.
Siegel, S, Kqn- Parametric Methods for the Behavioral Scienc es.
New York: McGraw-Hill Book Company, 1958.
69
Notes and Bibliography
Donald T* Campbell and Julian C. Stanley, Experimental and
Quasi-Experimental Design for Research (Chicago, 111.: Rsmd
McNally and Co., 1966).
W.J. McGuire, "Some Intending Reorientations and Social Psychology -
from Thoughts Provoked by Kenneth Ring," Journal of Experimental
Social Psychology , Vol. 3, (1967) , pp. 124-39.
B.A. Maher (ed.) Progress in Experimental Personality Research
(New York: Academic Press, 1965).
For a complete description of the Cycle of Science see "Overview
of the Game Called Science" in G.C. Homans, The Nature of Social
Science . (New York: Harcourt, Brace and World, Inc. 1967)
p. 27. The Reality Rectangle was developed by Dick Moriarty
a:id associates in SIR/CAR in conjimction with project Change Acent
Research for Little League Baseball , Cana da
Council study S72-1763 conducted during the summer of 1973.
See J.E. Anderson, ""Child Development: An Historic Perspective,"
Child Development , Vol. 27 (June, 1956), pp. 181-196.
Marvin Bressler, "Some Selected Aspects of American Sociology
1959 - 1960," proceeding of the A meri c an Academy of Political and
So cial Science!? , Vol. 337 (Soptombor 1961), pp. 146 - 159.
Ralph M. Stogdill froir Handbook ol 3ership; The Survey o f
Theory and Research ,( E>on Kills Ontario: Colliers-McMillan Ltd., 1975).
Andrew W. Halpin, Theory and Research in Adiriinis tration ,( New York,
The McMillan Co., 1966).
Bob Gorwin and Jason Meilmcn, "Rosearch Methodology: A Point of
View," K eviev of r Vicat ional Research ^ Vol. XXXIX, (Doc. S, '^ jtd)^
Px 555.
70
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71
Stogdill, Ralph M. The Process of Model Building in the Be h aviora l
S ciences ^ Colximbus, Ohio: Ohio State Press, 1970.
Turabean, Kate L. A Manual for Writers of Term Papers, Theses and
Dissertations . Chicago: University of Chicago Press, 1966.
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